Hurley, Rhiannon;
(2024)
Exploring the Impact of Working on What Works: An Exploratory Mixed Methods Study of WOWW in a Year 5 Classroom.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Abstract
Working on What Works (WOWW) is a 10-week positive psychology intervention that aims to improve school relationships and classroom behaviour (Berg & Shilts, 2005). This study implemented WOWW in a mainstream year 5 primary school classroom with 35 pupils aged (9-10 years old) and their class teacher in the UK. This research employed an exploratory mixed methods case study approach to explore the experiences of WOWW participants, its impact on sense of school belonging, and student engagement. The study measured these variables through 12 semi-structured interviews (11 students, 1 class teacher), a newly developed systematic observation schedule, attendance data, and 2 psychometric self-report questionnaire measures of sense of school belonging. Thematic analysis was conducted to analyse participant interviews and the following themes were identified: Improved Self-esteem and Engagement, Student Empowerment and Autonomy, Improved Peer and Teacher Relationships, Apprehension during the Initial Stages, and Inconsistent Change in Feelings Towards School. Significance testing was performed to identify change between pre-WOWW and post-WOWW observations which found that on-task student behaviours significantly increased post-WOWW. Sense of school belonging scale scores did not significantly increase post-WOWW, yet psychological school membership scale scores did significantly increase post-WOWW which meant that it was not possible to determine whether WOWW had improved sense of school belonging. The findings of this study suggested that WOWW improved school-based relationships, emotional student engagement, and areas of behavioural and cognitive engagement. Finally, participants gave invaluable feedback which provided ideas for adaptations of WOWW that Educational Psychologists (EPs) should consider for future applications of the intervention.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | Exploring the Impact of Working on What Works: An Exploratory Mixed Methods Study of WOWW in a Year 5 Classroom |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| Keywords: | WOWW, Solution-Focused, Positive Psychology, Relational Intervention |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10195098 |
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